Fostering culturally responsive classroom management in beginning teachers
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Elizabeth (Libba) Quinn (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Darrius Stanley
Abstract: Many Beginning Teachers struggle to appropriately manage their classrooms and their students’ behavior. Research has shown that this difficulty with classroom management negatively impacts the academic achievement of students and disproportionately impacts minoritized students and students experiencing poverty. This action research study aims to improve the classroom management skills of Beginning Teachers through professional development and mentoring in Culturally Responsive Classroom Management. Pre- and posttest data were collected in the form of efficacy scales, survey responses, and personal reflections. Qualitative data was coded to develop themes, and quantitative data was analyzed using a paired sample t-test. The results showed a significant increase in teachers’ self-efficacy around classroom management and themes of awareness, relationships and expectations, and online learning emerged. These results suggest that the program of professional development and mentoring is effective at improving Beginning Teachers’ confidence in managing their classrooms in a Culturally Responsive manner; however further research is needed to determine if this increased efficacy translates to change in the classroom.
Fostering culturally responsive classroom management in beginning teachers
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Created on 4/1/2021
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2021
- Subjects
- Culturally relevant pedagogy
- Teachers--Training of
- Classroom management
- Academic achievement